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Pre-intervention Survey - Qualitative Data
Pre-intervention Survey - Qualitative Data
Responses of Pre-intervention Survey
Responses of Pre-intervention Survey
Pre-Intervention Survey Analysis
Pre-Intervention Survey Analysis
The pre-intervention survey data provided insights into the higher-order thinking skills of grade 8 bilingual students. Most students rated their confidence in solving complex problems independently as low to moderate, indicating Possible difficulties when dealing with difficult tasks independently. The frequency of using critical thinking skills in school assignments was reported as "rarely" or "occasionally" by the majority, suggesting that the current curriculum or teaching methods may not effectively promote the application of these skills.
Students identified activities like decision-making, creative expression, information analysis, and problem-solving as requiring higher-order thinking skills, demonstrating their awareness of the diverse applications of these abilities. While some felt comfortable expressing opinions during class discussions, others felt neutral or uncomfortable, highlighting the need for an environment that encourages open discourse.
Subjects like Math, Science, and Information and Technology, were commonly observed as requiring higher-order thinking skills, matching with the nature of these subjects. However, many students reported using skills like analyzing, evaluating, and creating only "rarely" or "occasionally" in their daily life outside of school, indicating a potential difference between academic and real-life contexts.
Students faced challenges such as lack of confidence, confusion, difficulty understanding concepts, and time management when attempting critical thinking and problem-solving. Some lacked effective approaches for preparing for assessments requiring higher-order thinking skills, while others mentioned approaches like staying curious, managing stress, and seeking support.
While some students believed that improving their higher-order thinking skills would positively impact their academic performance, others were unsure, suggesting a need to raise awareness about the importance of these skills. Students' enjoyment of tasks requiring creative thinking varied, with some enjoying them and others disliking them.
Overall, the survey data suggests that interventions and strategies aimed at developing students' higher-order thinking skills, such as problem-solving, critical analysis, and creative thinking, could be beneficial. Addressing the identified challenges, promoting classroom discussions, and introducing effective learning techniques we can help improve their academic performance and prepare them for applying these crucial skills in real life.
Post-intervention Survey - Qualitative Data
Post-intervention Survey - Qualitative Data
Responses of Post-intervention Survey
Responses of Post-intervention Survey
Post-Intervention Survey Analysis
Post-Intervention Survey Analysis
The post-intervention survey data revealed positive impacts of the action research on developing grade 8 bilingual students' higher-order thinking skills. Many students mentioned improvements in their creative and critical thinking abilities, feeling more capable of finding solutions to challenging problems and expressing their ideas effectively.
The new learning activities were described as innovative, interesting, and engaging, requiring students to think beyond the textbook and explore different perspectives. Group discussions played a crucial role, allowing students to share diverse ideas, refine their thinking, and generate new perspectives collaboratively.
The "What if" questions and "Notice and Wonder" activities were generally well-received, with students enjoying the opportunities for creative thinking, expanding imaginations, and deeper observation. These activities stimulated critical and creative thinking, improved observation skills, and encouraged free expression of ideas.
Despite the positive impacts, some students still faced barriers, such as difficulty generating ideas, lack of familiarity with higher-order thinking processes, and the need to adjust from previous experiences focused on lower-order thinking.
The action research activities helped them understand the lessons better and learn from the different views of their classmates. Many students said they had fun and felt more motivated during the group work, discussions, and chances to be creative. This may have helped them perform better.
Overall, the interventions, including group discussions, "What if" questions, and "Notice and Wonder" activities, had a positive impact on developing students' higher-order thinking skills, such as critical thinking, creative thinking, and problem-solving abilities. While some challenges persisted, the majority of students reported improvements in their ability to think deeply, generate ideas, and engage in higher-order thinking processes. The collaborative and engaging nature of the activities also appeared to enhance students' motivation and enjoyment, potentially contributing to better learning outcomes.
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